Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement

Felver PhD ABPP, Joshua C.,Singh PhD BCBA-D, Nirbhay N.

ISBN 10: 1684034744 / ISBN 13: 9781684034741

Published by New Harbinger Publications, 2020

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Bibliographic Details

• Title: Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement
• Publisher: New Harbinger Publications
• Publication Date: 2020
• Language: English
• ISBN 10: 1684034744
• ISBN 13: 9781684034741
• Binding: paperback
• Condition: Very Good

About this title

Synopsis

As a teacher, you know that some kids need extra help staying focused in the classroom. You've probably also lost countless hours of precious learning time in class due to student disruption. Whether kids are suffering from stress, a behaviour disorder, or emotional issues-the good news is that there are real tools you can use to help children manage their feelings, stay on task, and reach their full potential. This book will show you how.
In Mindfulness in the Classroom, two experts in the field of mindfulness research, child psychology, and school psychology offer a mindfulness-based intervention to help support a healthy learning environment. Based on the authors' Soles of the Feet program, this book provides an evidence-based strategy to help you put a stop to disruptive behaviour in the classroom, and help kids be their very best.
Without early intervention for disruptive behaviours, many students will maintain these behaviors as adults. The Soles of the Feet program not only decreases disruptive behaviour and increases teaching time, it also improves the long-term outcome for children experiencing behaviour challenges-so they can thrive well into adulthood.

About the Author

Joshua C. Felver, PhD, ABPP, is assistant professor of psychology at Syracuse University, and director of clinical training in the school psychology program. Felver teaches courses in child development, child and family interventions, and school-based mental health. His research broadly focuses on the development, implementation, and study of mindfulness-based programming in school and community settings. He directs the Mind Body Laboratory which studies how mindfulness-based programming implemented in schools can support academic functioning and classroom behaviour, and investigates the neurobiological mechanisms of contemplative practices.